Any Question Please Let Me Know Asap Guide Response

Any Question Please Let Me Know Asapguided Responserespond To A Minim

Any Question Please Let Me Know Asap guided Response: Respond to a minimum of two classmates’ posts. What perceptions did you share? How did your perceptions differ? Kaitlin McCarthy Summative assessment is used to determine a grade. Formative assessment is used “to improve the teaching/learning process” (Lefrançois, 2013, Chapter 1, Section 1, para. 6). Benjamin Mook from the School of the Future uses mistakes to assess. He takes problems that are answered incorrectly and gives it to his students to determine where the mistake happened (Edutopia, 2011) and then get to determine where his students need help based on if they find the “correct” mistakes. Drew Krandall uses exit slips which have been used for quite some time and these exit slips let the teacher know what they need to focus on more, so all students can understand the material completely. Formative assessments are FOR learning because the teacher wanted to get the information in the assessments in order for the students to learn more.

Ben Mook takes the students' mistakes and uses it as a question to pose to students later. This brings their thinking to what they did that was wrong and how to correct it. Drew Krandall uses his exit slips to determine where his students are at and if there are any misunderstandings, he can then plan how to deal with those. Mr. Mook took his class into the stairwell and asked them to use their knowledge and apply it to real life.

He also took the time at the end of the lesson to go around the classroom to see the students’ work. The worksheet that Mr. Krandall gave to us regarding multiplication was how he determined if the students were understanding the information or not. He also rewarded them verbally by telling them how good of a job they did and rewarded them with a bubble clap, which I love. The connections I see are that both teachers are using their assessments to see where the students are and then to shape how they bring information back up again.

For example, Ben took some incorrect answers and brought them to the attention of his students a few days after the initial lesson was done and saw if the students could identify the incorrect answers and turn them into correct ones. He also took students into the stairwell to make a real-life connection to slopes in mathematics. This could continue and turn into a summative assessment. For Mr. Krandall’s classroom, I could see him turning the exit slip strategy and using the same subject and turning that into a test.

One thing I enjoyed seeing was he always reassured his students when the work was not a test. Students are always asking, “Will it be on the test?” and instead of the students focusing on the experience, they are focusing on the work instead.

References

Edutopia. (2011). Keeping it relevant and "authentic" [Video File]. Retrieved from https://www.edutopia.org/video/keeping-it-relevant-and-authentic

Lefrançois, G. R. (2013). Of learning and assessment. Teaching Channel. Retrieved from https://www.teachingchannel.com/video/assessment-for-learning

Teaching Channel. (2013). Assess and plan with exit tickets. Retrieved from https://www.teachingchannel.com/video/using-exit-tickets

Paper For Above instruction

Formative assessment plays a critical role in enhancing the teaching and learning process by providing ongoing insights into students' understanding, enabling teachers to tailor instruction effectively. Two educators exemplify the effective use of formative assessment strategies in their classrooms: Benjamin Mook from the School of the Future and Drew Krandall. Their approaches provide valuable insights into how assessments for learning can be employed to promote student engagement, understanding, and progress.

Benjamin Mook’s approach to formative assessment emphasizes learning from mistakes. By analyzing incorrectly answered problems, Mook identifies specific misconceptions and areas of difficulty. This diagnostic process helps in tailoring subsequent instruction to address these gaps. Moreover, Mook involves students in self-assessment by allowing them to revisit errors and reflect on their reasoning. An innovative aspect of his methodology is taking students into real-life scenarios, such as the stairwell activity to apply the concept of slopes. This experiential learning connects abstract math concepts to tangible situations, increasing student engagement and understanding. Furthermore, he reviews student work through classroom walkthroughs, providing immediate feedback and support, reinforcing learning rather than merely assigning grades. This approach aligns with the idea that assessments should serve as tools for learning enhancement and not solely for summing up achievement.

Drew Krandall utilizes exit slips as a quick formative assessment tool to gauge student comprehension at the end of lessons. Exit slips serve as a snapshot of understanding, revealing misconceptions and guiding instructional adjustments. Krandall’s method involves reviewing these slips to identify students who require additional support, thus differentiating instruction according to individual needs. His practice of verbally praising correct responses and encouraging reflection fosters a positive learning environment and motivates students to engage actively with the material. By analyzing exit slips, Krandall can plan targeted interventions, whether through reteaching concepts or providing additional exercises. His strategic use of formative assessment exemplifies how exit tickets can inform teaching while promoting student ownership of learning.

Both teachers exemplify the philosophy that formative assessments are "for learning," helping students develop their understanding and process knowledge effectively. Mook’s emphasis on real-life applications and self-assessment encourages deeper cognitive engagement, making abstract concepts more accessible. Krandall’s quick feedback loops via exit slips enable him to make timely instructional adjustments, enhancing student success. These strategies not only improve immediate learning outcomes but also prepare students for future summative assessments by reinforcing foundational skills incrementally.

Furthermore, the integration of formative assessments fosters a classroom culture where mistakes are viewed as learning opportunities rather than failures. Mook’s use of mistakes as teaching moments and Krandall’s reinforcement through praise contribute to a supportive environment conducive to risk-taking and active learning. This approach aligns with research indicating that students who view errors as part of the learning process tend to develop greater resilience and motivation (Hattie & Timperley, 2007). In promoting this mindset, formative assessments become vital tools for building confidence and fostering independent learners.

The transition from formative to summative assessment is evident in the instructional practices of both teachers. By breaking down complex units into manageable pieces and continuously assessing understanding, they prepare students for comprehensive evaluations. Mook’s real-life application exercises and Krandall’s step-by-step formative checks serve as building blocks toward mastery. This scaffolding supports sustained learning and ensures that students develop a solid conceptual foundation before the final assessment.

In conclusion, the use of formative assessment strategies by Benjamin Mook and Drew Krandall vividly demonstrates the importance of assessments as tools for learning rather than merely evaluation. Their methods foster active student participation, critical thinking, and self-reflection, which are essential for meaningful learning experiences. By continuously monitoring progress and providing immediate feedback, they enhance comprehension, motivate students, and create a classroom climate that values growth and understanding over grades. Adopting such practices school-wide can significantly improve educational outcomes and cultivate lifelong learners equipped with the skills to analyze, reflect, and improve.

References

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

Lefrançois, G. R. (2013). Of learning and assessment. Teaching Channel.

Teaching Channel. (2013). Assess and plan with exit tickets.

Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan, 80(2), 139–148.

Heritage, M. (2010). Formative Assessment: Making It Happen in the Classroom. Corwin Press.

Nurmi, J. E., & Salmela-Aro, K. (2014). The Role of Motivation and Self-Reflection in Student Learning. Educational Psychology Review, 26(4), 463–481.

McMillan, J. H. (2017). Classroom assessment: Principles and practice. Pearson.

Torrance, H. (2012). Formative assessment at the crossroads: Confronting the issues. Educational Research, 54(4), 377–386.

Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324–328.